The Bakan Peninsula Essays - Southeastern Europe, Yugoslavia

The Bakan Peninsula The Balkan Peniunsula is comprised of the countries of Slovenia, Croatia, Bosnia, Herzegovina, the Former Yugoslav Republic of Macedonia, the Federal Republic of Yugoslavia, Albania, Greece, Romania, Bulgaria and European Turkey. Balkan history is characterized by military and political strife. Because of it's crusial location between Asia and Europe it has been conquered and re-conquered by countless nations. Seeking trade routes to the middle east, many eastern European countries have set up ports there. Within the past ten years Yugoslavia has undergone major political changes. In 1991 and 1992 four Yugoslav republics, Slovenia, Croatia, Bosnia and Herzegovina, declared their independence from Yugoslavia. Serbia and Montenegro then formed the Federal Republic of Yugoslavia. After Yugoslavia began skirmishing with ethnic Albanian rebels in Kosovo at the end of 1998, NATO forces began airstrikes in late March, 1999. Caoncluding eleven weeks of bombing, the Yugoslav government allowed a NATO peacekeeping force into Kososvo. Social Issues

Chronicle of a Death Foretold Essay Example

Chronicle of a Death Foretold Essay Example Chronicle of a Death Foretold Essay Chronicle of a Death Foretold Essay Essay Topic: Chronicle Of a Death foretold The novella ‘Chronicle of a death foretold’ written by ‘Gabriel Garcia Marquez’ is a highly complex work by him not only because of the plot but also because of the narrative technique which he has used to weave the story. It also becomes very hard for the reader to accept the end of the novella. One of the things the novella gives us is ‘a portrait of a town and its collective psyche’. Town plays a very important role in the novella. In a way, it is the most important character in the novella. This is because it is the sole observer of all the incidents taking place. It is aware of the authenticity of the claims made on Santiago Nasar. It is also aware of the amount of truth spoken by Angela Vicario. All the characters in the novella (including the town) act like a puppet, irrespective to whatever is happening. After reading the novella we come to know that almost all the characters were aware of the brutal fate of Santiago Nasar, but none of them took any measurements to prevent it. The novella was like a scene which was already decided and no character took an initiative to bring any change to it. The platform for enacting that scene was provided by ‘the town’. Let us focus on the collective psyche which was created by the novella. In order to understand this properly, we will focus on the psyche of all the characters. Victoria Guzman and Divina Flor, both women heard that Santiago was going to be killed, but neither was certain whether or not the rumour was true. Moreover, many people on the docks knew that Santiago was going to be killed, but many also thought that he was not in danger anymore. Everyone thought Santiago had been warned that he was going to die. Also, the twins Pedro Vicario and Pablo Vicario told Clothilde Armenta that they were looking for Santiago to kill him. She told her husband, Don Rogelio de la Flor, but he responded that she was being silly. Another instance is when the police officer i

Ku Klux Klan Essay Example | Topics and Well Written Essays - 750 words

Ku Klux Klan - Essay Example different Klan, a morally upright and falsely accused organization/movement, yet both articles evidently reveal some ugly truths about the American society in the past, which keeps on haunting the American society until today – that the emancipation of African Americans from slavery after the American Civil War did not in the same way emancipated American culture from color bias, rather, it did reveal the profundity of hatred history did permeate among men due to color. The article â€Å"The Golden Era of Indiana (1900-1941)† has typically depicted the Ku Klux Klan as an ugly organization originating in the South after the fall of the Confederate government, which goal has always been white supremacy directed not only against African-Americans but even against other minority groups. It has depicted the Klan almost as a cult of white supremacy (specifically, White Caucasian) perceiving itself a defender of the white way of life, which to the Klan is the absolute way of life, that it sees being threatened by the North’s anti-slavery campaign crystallized in Lincoln’s Emancipation Proclamation of 1863 (America’s Reconstruction, 2003) – an act to stop black slavery, that the Klan’s tools of intimidation such as lynching, shooting, stabbing and whipping were to the Klan nothing but a heroic act. Such deep hatred of the Klan against Blacks and Black sympathizers was evidently carried out by its membership, which was mainly composed of the defeated Confederate Army – the army which had been defeated and disenfranchised by the Blacks whose deep desire for freedom had been cunningly used by the North (Union) (Ibid), and was categorically expressed in the Klan’s defined threefold focus: (1) striking back at the federal reconstruction government, which war’s aim had become the emancipation of the Blacks from slavery – the economic base of the South, (2) bringing the Black – who many southerners believed were being empowered by the North (Union) to take

History of Design Essay Example | Topics and Well Written Essays - 250 words

History of Design - Essay Example Countries like Russia, USA and France, attended the exhibit. The palace was regarded as the first theme park offering education and entertainment. Ruskin questioned the paying of an artist on the basis of hours worked. Artistic work takes basis on very many perspectives. He stated that an artist should be paid in relation to their economically immeasurable quality of work. Artists have no power to determine their financial value but rather this depends primarily on the buyer. He postulated close monitoring of the worker through close supervision for better results. Charlie was born in Glasgow Scotland in the year 1868. He later joined Glasgow school of art in the year 1884. Having completed his studies in the year 1889, he became an architectural assistant. In the year 1890, Charlie won a scholarship in Italy which acted as a gateway to his success in the field of art. Charlie is highly regarded as a leading factor for the development of various designs. An excellent example is the textile designs and interior designs. He also brought the idea of modernism. Charlie was greatly influenced by the Japanese style due to its simplicity, style and use of natural materials. Some of these designs are’ Argyle Chair, High black chair, Hill House chair and Ingram chair. In conclusion, Charlie undertook great projects in Europe like; Hill house, Windy Hill, Former Daily Record Offices Glasgow, and Lighthouse Glasgow. Queens Cross church project was rated as one his

The Probable Effects of Globalization On Union Membership Essay

The Probable Effects of Globalization On Union Membership - Essay Example This essay stresses that the development of the debate took a dichotomous institutional perspective. One group consisted of researchers who supported the international financial institutions’ view that market forces give superior employment results. This group called for non-intervention in the labor market. The other group consisted of researchers sensitive to the UNICEF Report who supported the International Labor Organization’s view that given the existence of market failures in resource markets, including the labor market, government intervention is necessary to establish minimum conditions for employment. This paper makes a conclusion that the Bank’s ‘distortion’ view claims that interventions result in employment failing to adjust to economic shocks. It argues that economic policies that protect employment in the face of economic decline result in more pain to enterprises, and worsens the recession, but says nothing about the pain to workers. Thus asserting that employment protection has efficiency costs is in a way selective and incomplete use economic theory. Nevertheless, Fallon and Lucas found the impact of labor market interventions to be perverse in India and Zimbabwe. They observed that strict employment protection significantly reduced the level of employment growth. The strength of unions is also viewed as a source of labor market inflexibility. Advocates of non-intervention therefore call for the weakening of unions to facilitate flexibility.

Values And Ethics In Educational Leadership

Values And Ethics In Educational Leadership One of the major adversities of applying values and ethics in educational leadership from a innovative perspective lies in convincing academic institutions and administrators to think differently about leadership through Aristotelian principles. Educational executives themselves, are challenged to rethink traditional pedagogical curriculum regarding leadership principles and techniques and are encouraged to utilize Aristotles philosophy, specifically, the nature of practicing right actions, integrity, and espousing these principles through living a virtuous life (Lapsley Narvaez, 2006). In turn, virtues of an academic administrator can be encapsulated in the concepts of values and ethics espoused by school officials. Applying values and ethics in educational leadership includes understanding that supervisors should be men and women of principled character. Applying Aristotles virtue constructs in educational leadership training course work defines such character traits and what it m eans to be a moral agent. As a moral obligation, educational leaders have an responsibility to demonstrate care in the schools that they supervise. Learning to differentiate between Aristotelian virtues and how these values and ethics are to be integrated in educational leadership curriculum programs are the major composition of this paper and will become the fundamental examination of effective educational leadership. Applying Values And Ethics in Educational Leadership Through Aristotelian Principles Literature Review Overview As an introduction to academic administration and ethical behavior, many have proposed the following questions: Does academic leadership training curricula teach ethical accountability? Secondly, is what they teach sufficient? And lastly, is there a direct correlation in the merging of academic leadership with Aristotelian virtues that result in a more authentic type of leader? To be a moral and ethical educational leader, one would need to uphold the ideals of justice, compassion, and empathy for the betterment of each member in the school in which he or she governs. Also, the need to identify and measure the educational leaders commitment to moral character in part to protect the interests of mutual stakeholders is an essential component under consideration when evaluating the effectiveness of academic administrators. Peer-reviewed journals and articles approach varying definitions pertaining to virtue, moral values, or ethical practice in the realm of academic leadership. It is apparent that many have opinions regarding the subject and how each should be addressed. However diverse the definitions are, all authors acknowledge the call to return to more ethical accountability in educational leadership. The challenge presented is one of defining academic leadership through moral ethical dilemmas. Such dilemmas are confronted by diverse course content material that is lacking and considered insufficient to produce appropriate outcomes to solve difficult situations. The paper is outlined to include the following sub-headings for the purpose of direction and mapping subject matter, these include: Applying values and ethics in educational leadership, the principled academic administrator, applying Aristotles virtue constructs in educational leadership, a moral obligation to care in educational leadership, differentiating between values and ethics, integrating values and ethics in educational leadership curriculum programs, and finally pulling it all together in the conclusion. The Principled Academic Administrator Academic administrators are entrusted with the duty to act in accordance to ethical behaviors, with so many ethical misappropriations in the media spotlight, and recent scandals had in academic institutions, many have question if current leadership training curriculum found in administrative educational leadership programs fail to teach sufficient ethical accountability (Propheter Jez, 2012). Curriculum that addresses characteristics traits associated with moral virtues in the context of school administration must question if moral virtue such as those espoused by Aristotelian principles will developed a more authentic leader? Bowen, et al. (2006), notes that doctoral programs should place more emphasizes on ethics than on management. Educational leaders must be able to command leadership skills that are committed to moral character and ethical behavior, have the interest of and mutual respect for all stakeholders at heart, support and promote teacher and student alike, are engaged in justice, care, compassion and empathy and are highly motivated by the individual success of each of the members of the larger community of the school of which he is to govern (Pijanowski, 2007). Academic leaders make decisions that impact the lives of teachers, students and parents, making the act of leadership a moral issue. An educational leaders core set of values, or set of beliefs, is the ethical framework from which a leader develops a vision for the school in which he administers. Associated with administrative leadership, is the constant call for change, thus the academic leader becomes the change agent and will direct, define, and shape the change sequence that leads the schools progression and improvement for all stakeholders. Understanding this concept of leadership helps further define what educational leadership is, Starratt (1991) elaborates by noting educational leadership includes virtual ethics such as critique, justice and caring. That is to say that school administrators will be faced with decisions that will required them to critique hierarchy and bureaucratic boards who may tend to bow to public pressures or sway with public opinions. Starratt argues that justice is formed in some standard but that this standard must be held above one individuals passion and serve the greater good of the many. This Starratt (2004) called the community of moral goodness, wherein many individuals would join together for the greater good of the whole forming a relationship of effective leadership. This would then lead from one state of moral responsibility to a higher state of moral responsibility. In turn, individuals in a community form a relationship in caring not out of obligation but out of a sense of positive regard for one another. Academic administrators embedded with these qualities will constitute the principled leader. Therefore, there is a need for the call of Aristotelian constructs in educational leadership curriculum graduate programs. Applying Aristotles Virtue Constructs In Educational Leadership Applying an Aristotelian philosophy to educational leadership is perhaps the most logical approach to value and ethical driven curriculum specifying virtues in school supervision. Kodish (2006) incorporates the suggestion that Aristotelian philosophy bridges both theory and the practice of moral and right action. Drawing on insights of authentic leadership and virtue, Aristotles (1987) defines virtual states of character as having to do with feeling, choosing, and engaging in actions that do well toward others and doing so until these characteristics form in us habitually. This hypothesis leads us to conclude that a good academic administrator will embrace and exemplify a number of these traits or virtues, in ethical manners especially in regards to his role as the academic head. It is the purpose of this paper in part, to identify a few of these Aristotelian virtues as they are related to educational leaders. A short composition on morals, judgment, respect, genuine, empathy, care, and courage will be explored as basic components of the makeup of the moral fiber regarding the academic leader. Morals. Aristotle classifies moral virtue as the excellent state of an individual and good judgment. He sees this character as an intellectual virtue embracing moral rational and the ability to have moral perception along with sufficient insight to make ethical decision not only for ones self, but for the larger community. Judgment. As moral character is an essential element of choice to act right, so is judgment equal to wisdom and practical judgment in Aristotelian philosophy. Good judgment often requires the academic leader to use wisdom in decision making processes. Ethical administrative judgment is a virtue of academic administration. Aristotle would simply state that curriculum driven programs need to teach students that moral virtues are the characters of acting in good judgment. Empathy Respect. Aristotle would promote the idea that empathy and respect are interconnected and go hand-in-hand. That these two components are essential elements in a school leaders character and as such they exist mutually together and serve the best interests of all stakeholders at heart. He would suggest that these interests are cradled in the simplest proponents of the Golden Rule and promote a climate of mutual worth for all persons. Genuine Authenticity. Starratt (2004, p.3) identifies authenticity as one of the foundational virtues of ethical leadership. To be genuine or authentic as an academic supervisor requires leaders to live ethical, transparent lifes that demonstrate leadership, stewardship, and commitment to a sense of spirituality. Educational leadership is authentic to the degree that it is ethical, sincere, genuine, and trustworthy in action and interaction and that such interactions are consistent with the promotion of others wellbeing. In the context of school leadership, this includes the success of staff and student alike. Justice, Care Courage. Shapiro and Stefkovich (2005) argued that moral virtues associated with leadership have a particular importance to safeguard and promote the best interests of others. When the ethics of justice, care, and courage are joined with an ethic of inclusive Aristotelian discourse, educational administrators have a model to ethical decision-making founded on principle. Moral Obligation To Care in Educational Leadership As moral agents, educational leaders should act in accordance with personal values and convictions that incorporate the respect, trust and integrity for being authentic and true to their values. The ethic of care implores educators to nurture the emotional and moral development of students. This moral value requires educational administrators to focuses on affirmation values such as trust, loyalty, belonging, self-worth, and self-efficacy in the process of education, making academics about individuals in the educational profession. As care agents in education, caring ethics would refer to the relationship created between student and teacher. As administrators over educational institutes, caring incorporates the obligation to respond to the needs of not only students, but staff, teachers and other stakeholders. This may include addressing curriculum designs to meet the needs of a diverse student body, staff needs based on census loads, and responses to classroom environments. Care must not be based on a one time efforts at virtuous decision but ongoing developing ontological relationships. Creating An Ontological Relationship In Educational Leadership Cunliffe and Eriksen (2011 p.1432) would argue that we exist in mutual relationships with others and our surroundings and that we both shape, and are shaped by, our social experience in everyday interactions and conversations. It appears that such theories in relational ontology lay the foundation for mutual members of an organization to extend mutual respect and regard toward one another when such relationships are formed. The basic contention of a relational ontology is simply that the relations between entities are ontologically, as Cunliffe (2009) explains, the Relational leader is more concerned with creating interpersonal relationships and institutions, where the focus is on ethical issues of care, concern, and respect. Ontological relationships in academic leadership should include relationships as more fundamental than the individual leader. This is accomplished by working through various difficulties or differences together with other members of the academic community and assuming ownership and mutual responsibility, where moral relational-responsiveness is demonstrated. In return, mutual respect is enhanced, a sense of safety and nurturance is experienced and mutual regard are honored allowing for positive interaction to be had among all stakeholders who in turn are more apt to further their personal investment into the program. Identifying what are considered values and separating ethical bou ndaries are sometimes difficult in relationships, especially is this so in the guise of administrative roles. Having a better understanding of the essential role of each in educational leadership is important. Differentiating Between Values and Ethics Ethical decision making among educational leaders is an essential element of administration, teaching ethics is only one component of a construct necessary for making ethical decisions, staging values as important in and of itself will not suffice. Instructing academic leaders on this principle is vital in changing the direction of educational supervisors in becoming cognizant driven regarding ethic and value mindsets. Beckner (2004) has indicated research literature on educational administration has placed a greater emphasis on the moral values and ethical practices associated with school administration then has been promoted in the past. Shapiro and Stefkovich (2005) have supported that school officials have a duty and obligation to all stakeholders for whom they are accountable to be moral agents that are informed, ethical, and capable to lead. Darling-Hammond (2005) makes a case regarding educational leadership graduate preparation programs to include real-life dilemmas in curriculum training materials so as to better prepare administrators with the process of ethical decision-making. As Kline (2006) indicates, failure of strong ethical training is at the center of most corruptible educational leadership and administrative dilemma, noting that most dilemmas faced by educators lack sufficient policies to direct how to solve issues before and when they do come to light. As a profession, supervisors who oversee curriculum development, have a moral obligation to ensure that educational administration programs found at the graduate level, train prospective leaders in the principles of virtues associated with the development of ethical operating schools (Shapiro Stefkovich, 2005). As literature review recommends, it is imperative that both moral values and ethical principles become an integrated ingredient of curriculum develop ment in educational leadership programs. The following section of this work will address this critical issue. Integrating Values And Ethics In Educational Leadership Curriculum Programs Avolio, et al. (2009) suggested that authentic leadership includes both a sense of greater self-awareness and self-regulated behaviors that lead to positive community development. Avolio and colleagues feel that authentic leadership is essential and one of the first steps needed in ethical leadership preparation. Curren (2008, p. 338) includes ethical instructions as a vital aspect of leadership training course work for future administrative leaders noting that these cardinal virtues are essential and would be a good start toward articulating what it means to be an ethical academic administrator. Cameron and Caza (2002) incorporate ethics instruction in leadership preparation studies curriculum to include the academic institutions role and its obligation to the student and larger community. Given the obligation that professor have to students in preparing them for the future administrative duties, and that this obligation goes beyond just a professional one, Kline (2006) suggest that instructors of ethical courses must make a deliberate decision to think of the student beyond academic settings. In other words, how does ones behavior reflect on other aspects of the individuals complete life, not just in the administrative role? Ethics must be an essential part of course content. Returning to Bowen et al. (2006), which assert that ethic curricula should include codes of conduct, framework on ethical decision making practicums, and adequate case studies with frequent examinations to ensure future administrators are prepared to deal appropriately with dilemmas that they will be confronted with. Without the commitment to strong ethical integration in curriculum program, ethics courses are seriously compromised. Implementation is as crucial as is the content. The question then becomes how is this best achieved? The State of West Virginias Department of Education operates under a code of ethics. Codes of ethics are design to guide the professional conduct of the members who practice in their fields. As with most ethical course preparation, research of code conduct directive is a must. Students are led to investigate and research content that require review of state and national code of ethics. Graduates should become familiar with these codes and reference them frequently. Opportunity to discuss, debate and examine case studies in ethical dilemma will better prepare future administrators to handle real-life experiences that may confront them as school supervisors. Additional internships with real-time school directors can enhance administrative skill-sets in ethical problem solving outside of classroom content, with hands-on practicum learning. Educational leaders need to develop a working knowledge of Aristotelian virtues from which effective school administrator rise. Additionally, institutions of higher learning need to incorporate these values into graduate curricula programs, emphasis to strengthen academic administrative training program with stronger ethics and value latent material centered on Aristotelian virtues has been the theme of this paper. Review of literature certainly has supported the need and indeed has extended the call for academic leaders who are better prepared to lead educational institutions. Academic supervisors however, must distinguishes themselves and be refined in aptitude through curriculum that include moral values and ethical content rich in ethics, archetype, and critical evaluations that aspire leaders and encourage them to develop critical thinking skills and make decisions that are based on the common benefit of all person in a larger educational community. Academic leaders that adhere and reflect a higher level of insight in discharging their duties as administrators, understand that such considerations have an impact on their lives and the lives of their students also understand that they will influence not only an immediate generation, but will effect generation yet to be born. Conclusion Expanded research is needed to increase our understanding of the ethical dilemmas confronted by academic leaders. Challenges faced in educational institutions require ethical responses and require insights based on values that are saturated in virtue. Values include appropriate morals, judgment, genuineness, empathy, care, respect for others, and the courage to stand for what is right, not what is always popular. Principled men and women who are espoused and trained in Aristotelian philosophy should inform policy and strategies in academic administration to ensure that every stakeholders voice is heard, recognized and needs are being addressed. That too, the best interest of the educational institution is being forwarded. Academic leaders have a moral obligation to care about their staff, students and all constituents who have a vested interest in their academic establishment and to the larger community in which they serve. These relationships are formed from an ontological concept, meaning they are logical. When united in a common act of ethical consideration for one another, we logically uplift one another. Additional consideration should be given to graduate programs training educational professional in academic supervision. Course content should include in curricula development, content rich in Aristotelian concepts leading to the learning and development of school leaders in their activities to attain authentic leadership observance which are embedded in ethical constructs. Content must take care to ensure differences between values and ethics are made clear and how these should be integrated into the curriculum and espoused in the classroom and among all staff members. Applying Aristotelian values and ethics in graduate educational leadership programs may prove beneficial in restoring ethical prudence to academic administrative roles.

Muslim Girls :: essays research papers

The central Bosnian village Dolina is located in a valley north of the Bosnian-Hercegovinian capital, Sarejevo. From a very early age Muslim girls are taught that their role as a female is to assist their mother with household chores and to serve the men. While her male siblings, who spend most of their time playing and walking around the village, are not expected to work around the house (Bringa 106). Muslim boys were given privileges because they were male. Muslim women usually did not leave the household for employment because they maintained the household agriculture, however they could sew and knit for other villagers. Women’s work mainly consisted of tending to the garden where they grew the vegetables for household consumption. The women also did the milking and the processing of cheese (Bringa 52-4). The busiest part of a Muslim woman’s day was in the morning when she did the cooking and the cleaning. A women’s daily routine, which includes social calls t o her neighbors, know as â€Å"coffee visits†, revolves around both her children and husband’s schedule. A woman was expected to be home whenever her husband was home (Bringa 87-8). The daily interaction between neighboring households occurs mainly through the women’s â€Å"coffee visits.† During the â€Å"coffee visits† the women are expected to uphold Muslim community values so as not to damage the reputation of their household (Bringa 91). Tone Bringa wrote: â€Å"as a wife a woman’s behavior was judged in relation to her behavior within the neighborhood and village, and in terms of her critical role as representative of the moral standing of her household on a daily basis†(105). Women determine and maintain the environment that exists within the household while the men are the providers of material substance (Bringa 86). The men spend most of their time working outside the village in nearby market towns or in the industrial suburb s of Sarajevo. Some of the most common jobs include bricklayer, welder, carpenter, electrician, car mechanic, warden, and lorry driver (Bringa 51). Fontana del Re is a poverty stricken neighborhood in Naples, Itlay. Just like in the Bosnian village of Dolina, the women of Fontana del Re, Naples tend to stay close to home while the men leave the area to find work. Life in Naples is focused on the mother. Thomas Belmonte wrote, the mother â€Å"is at the center because she controls and distributes the twin sources of human vitality, food and love† (89).

Neonatal Screening Prenatal Alcohol Exposure Health And Social Care Essay

Methods: We assessed whether adult females would be willing to partake in a pilot testing plan for antenatal intoxicant exposure in a bad obstetric unit antecedently shown to hold a high prevalence of FAEE-positive meconium when tested anonymously. The testing plan involved voluntary testing of meconium for FAEEs and long-run developmental followup of positive instances through an bing public wellness plan. Consequences: The engagement rate in the showing plan was significantly lower than when proving was offered anonymously ( 78 % vs. 95 % , severally ; p & lt ; 0.05 ) , and the positiveness rate was 3 % A in contrast to 30 % observed under anon. conditions ( P & lt ; 0.01 ) . Interpretation: These low rates suggest that the bulk of imbibing female parents refused to take part. We conclude that despite the possible benefits of such screening plans, maternal involuntariness to consent, probably due to fear, embarrassment, and guilt, may restrict the effectivity of meconium proving for population-based unfastened showing.Introduction:Fetal Alcohol Spectrum Disorder ( FASD ) encompasses the wide scope of physical, cognitive, and behavioural disablements that can originate due to antenatal intoxicant exposure ( 1 ) . Affecting an estimated 9.1/1000 unrecorded births, it is a taking preventable cause of mental deceleration in the western universe ( 2 ) , with estimated one-year costs in Canada transcending $ 5 billion in productiveness losingss, medical costs, particular instruction, societal services, and projecting behaviors ( 3 ) . Although the primary alcohol-induced harm is lasting, early diagnosing is good and associated with a reduced hazard of secondary disablements such as disrupted school experience, unemployment, institutionalization, and problem with the jurisprudence ; probably because it permits early intercession and specialised support ( 4 ) . Unfortunately, acknowledging FASD is highly ambitious and diagnosing is frequently contingent upon set uping a history of important in-utero intoxicant exposure ( 1 ) . Since maternal studies are undependable in providing this information due to remember prejudice and common underreporting ( 5 ; 6 ) , nonsubjective biomarkers have been investigated. Fatty acerb ethyl esters ( FAEEs ) are non-oxidative metabolites of ethyl alcohol formed by esterification of ethyl alcohol to endogenous fatty acids or fatty acyl-CoA ( 7 ; 8 ) that sedimentation and accumulate in foetal meconium ( 9 ; 10 ) . Numerous surveies have validated meconium FAEEs as biomarkers of heavy antenatal intoxicant exposure happening in the last two trimesters of gestation ( 11-19 ) ; understanding between meconium FAEEs and assorted alcohol-related results has been demonstrated ( 18 ; 20-23 ) ; and this trial has been used anonymously to obtain epidemiological informations on antenatal intoxicant exposure in selected populations ( 23-25 ) . It has been recognized that meconium analysis may function as a neonatal showing tool for the designation of alcohol-exposed neonates, and could potentially be implemented as a cosmopolitan screen or targeted to bad populations ( 26 ) . Such testing would non merely supply accurate exposure history required for diagnosing, but if implemented along with a comprehensive follow-up plan and intercessions, could ease early acknowledgment and intervention of FASD ( 26-28 ) . As an added value, it may place and let for intercession in problem-drinking female parents, which, in bend, may forestall future alcohol-exposed gestations ( 7 ) . However, since informed consent from a competent patient or appointed guardian prior to intervention or testing is an ethical and legal constituent of medical pattern ( 29 ; 30 ) , a testing plan of this nature would necessitate consent of the kid ‘s legal defender ( typically the parent ) . This may decrease the value of meconium showing in a clinica l scene since embarrassment, guilt, and frights of stigma and child apprehensiveness may discourage adult females who consumed intoxicant from accepting to proving despite the possible value to child wellness. To find if adult females would volitionally take part in a neonatal showing plan for antenatal intoxicant exposure, we offered meconium proving with subsequent followup, intercessions and societal supports, to adult females from a regional Ontario population presenting in a bad obstetric unit antecedently shown to hold a high prevalence of alcohol-exposed newborns as determined by anon. meconium proving. We assessed the rates of voluntary engagement and positiveness for intoxicant exposure, and compared these with the rates observed with anon. proving.Methods:Capable enlisting:Written informed consent for meconium FAEE analysis and followup of those proving positive was sought from all Grey-Bruce adult females presenting at St. Joseph ‘s Health Care in London Ontario from November 1st, 2008 to May 31st, 2010. Briefly, Grey-Bruce occupants identified by nurses were informed of the survey, offered showing, and given an Informed Consent papers to reexamine and subscribe if they ch ose to take part. Womans were besides informed of the survey through booklets and postings in the pregnancy ward. It was stressed that a positive trial or self-report of imbibing in gestation would non ask engagement of kid protection bureaus, but would be used to originate follow-up by the Public Health nurse and her section and to mobilise support services if needed.Meconium aggregation, handling, and analysis:Meconium specimens from newborns born to accepting adult females were collected into 50-mL screw cap conelike polypropene tubings ( Sarstedt AG & A ; Co. , Numbrecht, Germany ) by nursing staff and labeled with the capable figure to guarantee confidentiality. Samples were stored onsite at -20A °C and shipped on dry ice to the Motherisk Laboratory at Hospital for Sick Children in Toronto, Ontario on a fortnightly footing where they were stored at -80A °C until analysis. Meconium FAEEs were measured utilizing headspace solid-phase microextraction and gas chromatography-mass spectroscopy. The method involves the sensing and quantification of four FAEEs ( ethyl palmitate, linoleate, oleate, and stearate ) utilizing matching d5-ethyl esters as internal criterions. It has been developed and validated in our research lab, and published in item elsewhere ( 31 ; 32 ) . Heptane, ethyl esters ( palmitate, linoleate, oleate, stearate ) , fatty acids ( palmitic, linoleic, oleic, stearic ) , anhydrous ethanol-d6, and thionyl chloride were obtained from Sigma-Aldrich Co. ( St. Louis, MO ) . Acetone was obtained from EMD Chemicals Inc. ( Gibbstown, NJ ) . Chromatograms were analyzed utilizing LabSolutions GCMSsolution package version 2.50SU1 ( Shimadzu, Kyoto, Japan ) . A cumulative amount of a†°?2.00 nmol FAEE/gram meconium was considered positive, bespeaking heavy imbibing with 100 % sensitiveness and 98.4 % specificity as was established in a population ba seline survey that measured meconium FAEEs in newborns born to ascetics, societal drinkers, and confirmed heavy drinkers ( 16 ) .Maternal and neonatal features:Capable features along with gestation and bringing information were obtained from charts of accepting adult females. Additionally, information on intoxicant usage was obtained by the nursing staff utilizing the Parkyn Screening Tool ; a everyday postpartum questionnaire.Follow-up and neurodevelopmental appraisal:Children with positive meconium consequences were followed-up through Ontario ‘s †Healthy Babies Healthy Children † ( HBHC ) plan that involves postpartum home-visits by public wellness nurses who provide personalized support and instruction to households with neonates ( 33 ) . In this survey, the nurse assigned to a positive instance was notified of meconium trial consequences, conducted an in-depth household appraisal ( including a screen for intoxicant usage upsets ) , and enrolled the household i n an on-going home-visiting plan with an individualised household service program that included regular appraisals of developmental mileposts utilizing the Ages and Stages QuestionnairesA ® ( ASQ ) . Children with positive trial consequences besides received neurodevelopmental appraisal by a certified clinical psychologist during two place visits ; around 3 months and 1-1.5 old ages of age. The Bayley Scales of Infant and Toddler Development, Third Edition ( Bayley-IIIA ® ) was used, which measures infant cognitive, lingual, and motor operation. If developmental holds were detected, extra service suppliers were engaged through referrals to intercession plans and specialized services that were provided through HBHC plan and Grey-Bruce Health Unit at no cost to the household. Need for referral to diagnostic services at the Hospital for Sick Children was assessed. Extra support services for the household were available if needed, including dependence intervention, guidance, rearing support, instruction on FASD, nutrition, employment, and diversion.Comparison with anon. meconium testing:The showing plan was launched in a bad obstetric unit where a old survey, utilizing anon. meconium testing, observed a 12-fold higher hazard of FAEE-positive meconium in adult females referred to this site as compared to the general population of the part ( 30 % vs. 2.5 % ) . About 95 % of adult females participated in that survey. To find whether adult females who consumed intoxicant during gestation agreed to take part in the pilot unfastened t esting plan, the rates of voluntary engagement and positiveness for antenatal intoxicant exposure observed in our unfastened plan, were compared to rates observed in that old anon. survey conducted in the same obstetrical unit a twelvemonth before ( 25 ) . Fisher ‘s Exact Test was used to compare the consequences of the two surveies. Two-tailed P-value & lt ; 0.05 was considered statistically important.Ethical motives:The survey was approved by the research moralss boards of the Hospital for Sick Children and the University of Western Ontario.Consequence:Willingness of female parents to take part in unfastened testing plan:Sixty female parents from Grey-Bruce were identified at St. Joseph ‘s Hospital and offered meconium showing, of which 47 adult females consented, numbering a 78 % consent rate ( Figure 1 ) . The maternal and neonatal features of accepting topics are presented in Table 1. The consent rate was significantly lower than that observed in old survey in which meconium was tested anonymously ( 95 % vs. 78 % ) ( P & lt ; 0.05 ) ( Table 2 ) . Of involvement, we documented one case where a adult female recalled take parting in the anon. prevalence survey with her old babe, but refused to take part in this unfastened testing plan when told there would be follow-up of positive instances. Additionally, we encountered a adult female who, although agreed to take part, was uncooperative, repeatedly pretermiting to advise the nurses that meconium had passed and flinging the samples so that none were collected.Positivity for antenatal intoxicant exposure in pilot testing plan:Samples were collected from 50 newborns of which 39 were successfully analyzed ( Figure 1 ) . Merely one of the 39 samples tested above the positive cut-off ( a†°?2 nmol/g ) for FAEE ( 52 nmol/g ) , which translated to a 3 % positiveness rate for antenatal intoxicant exposure. Eleven samples were non-analyzable because of presence of contaminations and/or postpartum stool that impeded chromatography. The ascertained 3 % positiveness rate for antenatal ethyl alcohol exposure was tenfold lower than the 30 % positiveness rate observed under anon. conditions in the old survey ( P & lt ; 0.01 ) ( Table 2 ) .Maternal self-report of intoxicant usage in gestation:Chart reviews did non uncover that substance maltreatment ( intoxicant or drugs ) was the primary ground for referral to St. Joseph ‘s Health Care in any of the instances. Three adult females admitted to devouring any sum of intoxicant in gestation on their antenatal consumption signifiers, including the adult female whose babe ‘s meconium tested positive for FAEEs. However, none reported refering intoxicant usage, with one adult female saying that she drank a†°Ã‚ ¤2 drinks per hebdomad, another coverage that she consumed an â€Å" occasional drink † , and the 3rd saying she drank merely prior to her cognition of gestation without traveling into farther inside informations.F ollow-up and neurodevelopmental appraisal of positive instance:One newborn tested positive for heavy antenatal ethyl alcohol exposure ( 52 nmol FAEE/g meconium ) . Follow-up was arranged as per protocol through the HBHC plan and a public wellness nurse assigned to the instance initiated an appropriate household service program affecting place visits and frequent appraisals of the baby ‘s development. Neurodevelopmental appraisal conducted by a certified clinical psychologist at 3 months of age utilizing BSID-IIIA ® did non uncover any holds ; nevertheless, holds in motor development became evident in 6-month and 8-month appraisals conducted by the public wellness nurse utilizing ASQ. At the 14-month appraisal conducted by a clinical psychologist utilizing BSID-III, the kid scored in low mean scope on motor and linguistic communication graduated tables, exposing holds peculiarly in gross motor and expressive linguistic communication operation, which were good below age outloo ks ( in the 9th and 5th percentile, severally ) . The baby was enrolled in an Infant and Child Development plan and will be referred to a Language and Speech development plan. Referrals to diagnostic clinics have non yet been made, and it is non known whether the ascertained holds are alcohol-related or possibly due to other factors.Interpretation:We observed that engagement and positiveness rates in our unfastened pilot testing plan were significantly lower than those observed when the trial was offered anonymously in the same bad unit, proposing that many adult females who consumed intoxicant in gestation refused to take part, non wishing to be identified by the showing plan. Of involvement, if we assume that all refusals were in fact positive samples, the positiveness rate in our population would number 27 % , which is similar to the positiveness rate observed by Goh and co-workers with anon. meconium testing ( 25 ) . To our cognition, this is the first survey to use biomarkers of foetal intoxicant exposure in an unfastened showing plan designed to ease diagnosing and intervention of alcohol-affected kids. Our consequences suggest that, despite the possible benefits that such screening plans may supply ( as was exemplified by the positive instance ) , adult females ‘s involuntariness to consent may decrease the value of unfastened population-based showing. Schemes to better engagement would necessitate to be investigated if meconium showing is implemented in clinical pattern. For illustration, the â€Å" opt-out † method to derive consent was shown to give higher proving rates in neonatal HIV showing ( 34 ) . Engagement rates may besides increase with societal selling, public instruction, and as the trial becomes established in society. If this occurs, the testing plan piloted here may function as a theoretical account for a plan that can be implemented in a clinical scene since it ut ilized presently bing services in the community. The developmental followup of kids identified by the screen was integrated into Ontario ‘s HBHC plan, and aid to kids exposing holds was provided through bing community wellness plans and services, such as address and linguistic communication, baby and kid development, and rearing support ; which may all be adapted to integrate intercessions and schemes shown to be effectual in helping kids with FASD and their households ( 35 ; 36 ) . Low engagement is non the lone possible obstruction to implementing testing in clinical pattern. The costs and resources required for proving, follow-up, diagnosing, and intercessions, every bit good as, system capacity to manage these instances, must be considered. Two cost-effectiveness surveies analyzing similar conjectural showing plans showed that decrease in secondary disablements and primary bar of FASD by intercession and instruction of female parents may take to social nest eggs ( 27 ; 28 ) . However, more surveies with concrete cost input variables are needed to find this. Furthermore, several ethical considerations could besides impede testing execution. Although showing can better quality of life through early diagnosing, observing maternal imbibing during gestation and labeling kids as â€Å" at-risk † may transport serious psychosocial deductions for these kids and their households, and affect relationships both within the household and between the household and society, including their service suppliers ( 37 ) . The trial consequences may potentially be misused by tribunals, societal services, insurance companies, and even within the health-care system through stigmatisation of patients ensuing in their under-treatment. To guarantee that households experience maximal benefits and minimal hazards, issues environing confidentiality, entree to consequences, and their usage, must be carefully considered. Our survey has restrictions. The pilot testing plan was implemented at a third parturition site, which was chosen due to the high prevalence of FAEE-positive meconium shown in a old anon. survey. Because Grey-Bruce communities are reasonably little in size, the consequences may hold been different if showing was implemented at a primary parturition site, where patients may be more trusting of their wellness attention suppliers, who probably provided them with antenatal attention. Alternatively, because the community is little, adult females may be even less likely to accept because of frights of stigmatisation and other societal deductions that may be more marked in a little community. Whatever the instance may be, the consequences may non be applicable to a primary health-care scene in a little community. To sum up, this is the first survey to implement an unfastened neonatal testing plan for antenatal intoxicant exposure aimed at easing sensing and direction of FASD. Follow-up, intercessions, and support plans were individualized and offered within the model of presently available services in the country, thereby patterning a plan that could be implemented in clinical pattern. We demonstrated that adult females ‘s involuntariness to partake in this showing, particularly of those who consumed intoxicant in gestation, may impede the execution of such testing plans in clinical pattern. Future surveies should research schemes that may better adult females ‘s willingness to consent, every bit good as, evaluate and reference other possible barriers to testing by finding the cost-effectiveness, logistics, and best patterns for plan execution.

Whistleblowing Ethics Essay Sample

Whistleblowing Ethics Essay Sample Whistleblowing Ethics Essay Perhaps, one of the most difficult things to do when inside an organizational setting is saying when â€Å"enough is enough†. Although it is true that every organization, workplace, or community has their own flaws, just as how they have their own rules, delineating what is ‘going beyond’ is not exactly as easy as it sounds like. Therefore, any individual regardless of his/her rank, gender, class, age, etc. must know when to blow the whistle. In order to do this, one must first know what is enough and even this is subject to limitations. As for many experts out there, the belief is that the threshold for any flaws or mistakes that are committed within an organization is if it poses certain threats to the organization and the people around it, or if it crosses and undermines the ‘rule of law’ as established by the society. In this equation, one might ask about the ethics of whistleblowing in doing this, since at times conflicts might arise in terms of â€Å"loyalties† especially if the one doing the mishaps is a friend, colleague, or even a family member. However, by looking into it, it is also more unethical to let someone get away with their wrongdoings since it might not only damage the system or the organizations as well as the people around them but even the people that someone cares for. Nevertheless, this debate is still ongoing today with plenty of people being subscribed to both sides. In other situations, it might still be harder to blow the whistle, even if ethics is not on the line. This is most likely due to inefficiencies and other difficulties in the system itself such as the method or channels of reporting or even the hierarchy with which to do things. Perhaps, the system is too bureaucratic that it takes a long time for these reports to go to the right people who could and would do the necessary steps to cull these mishaps. In these cases, people how directly sees the action might feel a little bit frustrated and ‘unethical’ since their actions are not reaping what is needed. Thus, this is the time when these people do unnecessary steps which, instead of helping improve the situation, lead to conflicts and other actions which lead to other circumstances that make matters worse. These actions are usually outside of simply â€Å"whistle blowing† (which is healthy in the correct circumstances) are now also considered unethical since they tr y to circumvent the established laws are regulations which are designed to deal with these matters. Although there are other people who believe that these are acts of heroism, most of the times stepping out of these established notions could just lead to more trouble and are not exactly the best thing to do in order to bring peace and harmony to each and every member of the organization. Nonetheless, ethics in itself is a very complicated matter. What might seem ethical for one person, might not be for another. This is exactly the case for whistleblowing and thus for any individual who experiences this dilemma, it is important to know that when confused and frustrated about what to do, the best way might be to stick with the pre-established channels and methods of dealing with conflict. By doing this, not only are these individuals doing their part for the betterment of society, they are also doing a part for both the betterment of themselves (as a member of a collection of individuals) and at times, the betterment of the people whom they â€Å"blow the whistle† for.

Early Transportation essays

Early Transportation essays There were many risks involved with traveling in early models of vehicles. Cars and bikes were both great methods of transportation, but there were many risks involved while using them. One of the risks that people took by driving early models of cars was "Automobile face", which was a perpetually open mouth that caused servere sinus trouble. This was experienced due to the cars not being enclosed. Also, there were very few paved roads, making driving or riding in the cars very bumpy. In addition, there were very few road maps, so people had to travel by memory. Some directions that were used to help people travel were in the Blue Book. The Blue Book, which was used for travel east of the Mississippi River, was often inaccurate. For example, the directions in the Blue Book told travelers to turn left after a yellow house and barn, but the owner of the property painted his house and barn green. He did this because he disapproved of automobiles, and wanted to confuse drivers. It worked too! There were many risks involved with riding early models of bicycles also. For example, the Ordinary, a popular model of bicycle during the 1870's, had one very high wheel in the front, and a rather small wheel in the back. The risks with that model were: difficulty getting onto the bicycle, falling off, and if you hit a pothole, you would be sent head over heels. Other models of bicycles had either badly working brakes, or no brakes at all. Some of the models made for a very bumpy ride. All of these were dangerous risks that people took while driving in early models of cars, and riding early models of bicycles. ...

BUSSINESS ENVIRONMENT Thesis Example | Topics and Well Written Essays - 4000 words

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Summary - Assignment Example The author has urged that the simulations should be closer to real world scenarios. The author states that heavy dependence on automation of flights is leading to underdevelopment and erosion of manual skills required to handle flights. The author even concludes that lack of training to handle flights manually is one of the causes of accidents. As a marketer I have learned through this article that such articles and the conference in which the speaker talked about all the issues related to training and automation of fights can send a negative image of the airlines in the minds of the consumers. The consumers may think that the pilots are not equipped to handle flights manually and pose a risk to their life. On the other hand, marketer of an air flight organization that have already been providing proper training on how to handle the flights manually can use similar issues to develop a positive image of themselves in the eyes of the